Art Therapy and Autism

1. Art Therapy and Autism Natalie Price & Beth McClymont

2. Introduction Today we will be discussing- • What autism is and how it effects a person. • How we, as teachers, can influence a child with learning difficulties to be creative throughout their work. • What art therapy actually is and the benefits, including evidence to support these. • We will discuss ways teachers can perform art therapy throughout the class to benefit children. • We will also discuss Project Ability, covering who they are and what work they do.

3. What is Autism? • Autistic spectrum disorder is a term used to describe the group of developmental disorders characterised by the following “triad of impairments”: difficulties in relating to or understanding social situations, difficulties in communication, a lack of imaginative play and displays of obsessive repetitive behaviour (Scott F, 2008). • The exact causes of autistic spectrum disorders (ASD) are unknown. • The causes of ASD can be described in two ways: Primary ASD and Secondary ASD. • There are over half a million people in the UK with autism. • Autism in children often results in delays in their physical development. It affects the lower brain which is responsible for the child’s balance and coordination. Most of the time, both gross and fine motor activities are affected by autism. Autism in children also affects fine motor activities such as writing, drawing and music making.

4. Creativity and Autism • On 26th September 2002, The Royal Society of Medicine's forum on learning disability had a multi-disciplinary meeting with academics, classroom practitioners and creative people exploring the nature of creativity in the context of work with people with severe and profound learning disabilities. • The Royal Society of Medicine Forum on Learning Disability was an exploration of the possibilities for enabling creativity with people with learning disabilities. • As Anna Craft of the Open University identified during her presentation "Can We Teach Creativity?", our most gifted and able children as well as those with the most severe difficulties will be left free of "life wide resourcefulness" unless they are taught to be creative in their thinking and behaviours. Craft argued, creativity presents us with self-expression and self-creation, promotes personal well-being and imagination.

5. New research has found that people with high levels of autistic traits are more likely to produce unusually creative ideas. • People with high autistic traits could be said to have less quantity, but greater quality of creative ideas,” said Dr. Martin Doherty from the University School of Psychology. “They are typically considered to be more rigid in their thinking, so the fact that the ideas they have are more unusual or rare is surprising. This difference may have positive implications for creative problem solving.” • “People with autistic traits may approach creativity problems in a different way” said Doherty. “They might not run through things in the same way as someone without these traits would to get the typical ideas, but go directly to less common ones.

6. Autism is commonly, if mistakenly, associated more with logical thinking than creative expression. But new research suggests we might need to rethink our views on creativity and autism. • Many autistic children struggle in classrooms because the methods used do not suit their own particular way of doing things. The idea of adapting their personal methods can be upsetting. • Art gives them a degree of control over their learning experience which many greatly appreciate.

7. It is shown with the right approach, all children on the autistic spectrum can benefit from art activities. In the art room many will find a sense of calm, inspiration and sensory fulfilment. • In the early days of working with a pupil, it is important to observe their attitudes and reactions and let this knowledge inform your subsequent lessons. Sometimes the best approach is to offer a range of materials for the pupil to choose from, giving control back to them. • Non-verbal autistic children can often communicate through art. For these children, making art can be a key to their inner thoughts and a way for others to get to know them. Eventually, art could help such a child find their voice.

8. What is Art Therapy? • It is ways in which a person can express themselves using creativity. • It can be seen as a type of physcotherapy, to influence people to think deeper into their thoughts and feelings. • Art therapy is used in many different ways for many different reasons. • It can be seen in many different places including ones such as schools, prisonsand hospitals. ‘’The use of art in the service of change on the part of the person who created the artwork’’(Liebmann, 1990, p.13)

9. What are the benefits of Art Therapy? • There can be many benefits from art therapy for somebody with learning disabilities, such as autism. Key ones such as – • Different ways for communication, through symbols • Art is normally seen used through creativity, where it is important to know there is no wrong. • Can help to explore certain feelings. • Can provide ‘safe way’ around certain feelings. • Its enjoyable and fun for the artist to let go.

10. Evidence to support benefits

12. (Liebmann, 1990, p.151)

13. (Liebmann, 1990, p.151)

14. Projects for Art Therapy • Spectrum and Myscape show clear evidence that art therapy benefits people with Autism. • Spectrum was a project in schools with Autism units and Myscapewas an exhibition within Project Ability.

15. Spectrum • In 2005 Project Ability was awarded funding from the Scottish Arts Council Partners scheme to appoint an artist in residence to work in the Autism units of schools in Glasgow. • Project Ability has considerable experience and knowledge of supporting children with autism and other disabilities both in and out of school to make art. Over the past five years they have delivered an array of projects in special educational needs schools introducing pupils and staff to a wide range of artistic practices including film making, digital arts, textiles, print making, ceramics and more. • The projects are usually built around school workshop format and fits well into the school curriculum. An experienced artist can support a class group to successfully explore a wide range of artistic processes and techniques.

16. Spectrum also intends to show how this can help us to better understand the creative needs of children with autism. However this publication is not intended to provide a model of working but rather to show what can happen when an artist works closely with children on the spectrum. • The aim is to encourage commissioners, organisations and practitioners to continue to reflect and re-think the ways in which we provide creative activities to young people at opposite sends of the spectrum as well as those in between.

17. Spectrum allows children to feel involved and have ownership of the sessions and the art they produced. The children were allowed to drive what they were doing. Children were given options to experiment with different materials but also the time and space to explore their own creative ideas. • By giving children the freedom to roam with an idea without any pre determined goals it enabled them to have the confidence to make their own original art. Brings out freedom of imagination and showed the children to have an individual, independent and creative imagination. • Having use of an art room was seen as important in providing an environment that changed the scene from a classroom to one where art could be made.

18. Young people with autism spectrum disorder need- • Freedom to express their own ideas. • A wide range of materials to explore and experiment with. • A professional artist who can guide and get the very best from the children and is confident in using the materials with the children. • A way of working that is not prescriptive but is student driven and not teacher led. • A quiet room outside of the classroom preferably an art room. • A non judgemental approach. • Continuity and regularity of sessions.

19. Myscape • The collection of artwork in Myscape represents a vibrant visual exploration of real and imagined architectural landscapes. This work has been created by a wide group of international artists all of whom have autism spectrum disorders. • The work in Myscape offer us an insight into both the internal and external worlds of the artists and how they individually express their creativity. • Myscapepresents work by a group of artists each with autism, all with a story to tell about their personal landscapes. This is realised in great detail in a dynamic and exciting collection of imaged which truly celebrates creativity and autism.

20. Project Ability • Project Ability was established in 1984. • Project-Ability is a Glasgow based visual arts organisation with an International reputation for excellence. They create opportunities for people with disabilities and people with mental health issues, aged 5 years to 80 plus, to express themselves and achieve artistic excellence. • Over three hundred people each week take part in their all year round programme of workshops, exhibitions and events which are held in their centre in Trongate 103 and in community venues throughout the city. • They work in partnership with people with disabilities and their support agencies across the UK and develop local, national and International arts projects creating opportunities for people to network, share their practice and exhibit their work.

21. Workshops Project Ability consists of three workshops and an exhibition space. • Aspire • Create • ReConnect

22. Aspire Programme • Aspire is our visual arts workshop programme for adults with learning disabilities. • Aspire takes place at Trongate 103 and offers a wide choice of creative activities and learning opportunities. The class sizes are kept small and staff will work with you to address your support needs and access requirements. • Two professional artists are on hand to offer guidance.

23. Create Programme • The Create programme engages with children and young people with disabilities aged 5-28 in a wide range of creative activities including visual arts, film and new media. • All activities are tailored to the individuals they work with and are fully inclusive. The professional artists who deliver the programme are highly experienced in working with young people with a wide range of support needs.

24. ReConnect Programme • ReConnect is the result of a very determined group of Connect artists who are supporting Project Ability to find a sustainable future for the programme. • “Connect Stories” is a record of the impact the Connect programme had on attending artists, and it evidences the role of the arts in contributing to mental ill health recovery and emotional health and well-being.

28. Conclusion • It is shown art therapy benefits people with Autism. • This is clear through research, and also shown through a variety of different projects including Project Ability and Spectrum.

29. References • Fitzgerald, M. (2005) The Genesis of Artistic Creativity; Asperger’s Syndrome and the Arts. • Liebmann, M (1990). Art Therapy in Practice. London: Kingsley. • Platun, J. (2007) Spectrum, A landscape of Autism, Aspergers and Children's Art. A Shoal of Mackerel engaged. Project Ability Ltd. • Project Ability. Programmes. Available: http://www.project-ability.co.uk/. Last accessed 17th February 2017. • NHS. Autism Causes . Available: http://www.nhs.uk/Conditions/Autistic-spectrum-disorder/Pages/Causes.aspx. Last accessed 18th February 2017. • Scott Frances. (2008). Children and young people with additional support. In: Early Education & Childcare. Harlow: Heinemann. p177-215. • The National Autistic Society. What is autism?. Available: http://www.autism.org.uk/autism. Last accessed 17th February 2017. • Vincent,M. Et al (2010) Myscape, a Journey into the autistic architectural landscape. Project ability and Collins Gallery, University of Strathclyde, Glasgow. • Williamson, B. (2002). Creativity and Learning Disability . Available: https://www.theguardian.com/education/2002/oct/03/elearning.technology1. Last accessed 17th February 2017.